P 303-785-8864

E support@bridge.edu
www.bridge.edu/tefl

Assignment Prompt and Grading Criteria

Teaching IELTS Prep
20-Hour Micro-Credential
Purpose:
The purpose of this assignment is to allow you to practice developing your own lesson
plan for the first day of an IELTS class. Read the scenario below and complete the
necessary steps.
Scenario
You are teaching an IELTS course. Your students do not know anything about the test
nor have any of them ever taken the course. On your first day, you would like to
introduce them to the structure of the test in an interesting and productive manner. To
this aim, you seek to create a dynamic lesson plan.

• You can select your target audience and the type of test you would like to
select: Academic or General.

Trainee Learning Outcomes:

By completing this task, teacher trainees will be able to:
• explain one’s rationale for selecting certain materials and activity types;
• create a lesson plan about the format, scoring, and content of the IELTS exam;
• write learning outcomes for the lesson plan that are realistic and measurable;
• develop a sequence of activities that allow students to absorb the information in a
meaningful and productive manner;
• assess the success of the lesson by including an assessment instrument to
gauge the students’ understanding and absorption of the material.

Steps
1. Identify your target audience and select the type of test: Academic or General.
2. Think of a creative approach for introducing the students to the material
presented in Module 1.
3. Write 2-6 student learning outcomes using Bloom’s Taxonomy of Measurable
Verbs.
 P 303-785-8864
E support@bridge.edu
www.bridge.edu/tefl

4. Write a step-by-step guide to completing the lesson.

5. Include any handouts or worksheets.
6. Create a follow-up task to assess the student’s understanding of the material.

Guidelines
1. You must fully plan the lesson by including the following:

• A description of the intended student population for whom the activity is

created.

• A mention of the type of test you selected.

• A brief rationale explaining why you have selected these activities.

• A list of student learning outcomes that are directly tailored to your lesson
plan.

• A step-by-step guide to completing the lesson.

• Any worksheets and handouts that are necessary for the lesson plan.

• A follow-up assessment task.

Notes
1. Before beginning this assignment, read, view, and reflect on all materials in Modules
1, 2, and 3. Complete all the Self-Check quizzes successfully.
2. Your assignment has three elements: heading, procedures, and rationale.
o The heading includes setting, class profile, objective, and materials.
o The procedures section lists actions taken by the teacher and students in
sufficient detail to provide a clear picture of the lesson plan.
o The rationale explains how and why your lesson plan would be a worthwhile
one for your students and reflects the theories and methods provided in this
course.
3. The assignment must comply with the criteria for originality and quality provided or
the tutor will reject it. This assignment represents 30 points and 60% of the final
grade in the course. It must be completed prior to completion of the course.
 P 303-785-8864
E support@bridge.edu
www.bridge.edu/tefl

Assumptions—These standards represent what is expected. If your writing does not

reflect these assumptions, it will automatically be rejected and graded as zero. If there is
a pattern of not meeting these standards, you will be removed from the class.
• Assumption 1: All work must be original. Any non-original work must be clearly
marked and referenced.
• Assumption 2: All work must address the required topics.
• Assumption 3: All work must be respectful of others.

Grading Criteria—These criteria are the standards on which your work will be
assessed.
Grading Criterion 1—All entries explicitly demonstrate careful understanding of both the
course materials and the assignment guidelines. This criterion is identified in the rubric
as organization.
Grading Criterion 2—All entries demonstrate an understanding and application of the
concepts presented the course. This criterion is identified in the rubric as content.
Grading Criterion 3—All entries demonstrate a level of competence in writing in English
indicative of a person who could teach those skills to others. This includes use of
correct grammar, spelling, and punctuation and a coherent expression of ideas. A clear
voice appropriate for this audience is used. This criterion is identified in the rubric as
mechanics.

Grading Procedure—The instructor will assign 30 points for this written assignment
using the following rubric (see next page).
 P 303-785-8864
E support@bridge.edu
www.bridge.edu/tefl

Grading Rubric For Teaching IELTS Prep

Points

The required sections (heading, procedures, 3

and rationale) are clear and coherent, fully
developed, and logical.
Organization
The required supplemental materials 3
6 points (handouts, assessment mechanism) are
clearly explained and presented.

The stated learning outcomes are realistic, 3

measurable, and achievable.
The activity is appropriate for the designated 3
audience and the selected task.
The language structures and vocabulary words 3
selected are appropriate for the designated
audience and the selected task.
Content
The previewing task is appropriate, 3
18 points comprehensive and engaging.
The instructions are clear, comprehensive and 3
easy to follow.
The follow-up assessment task is relevant and 3
meets the intended objective of highlighting the
student’s level of comprehension and mastery
of the material.

The activity is formatted correctly and presented 3

in a neat and organized manner.
Mechanics
The work is free from misspellings (1 point), 3
6 points grammatical mistakes (1 point), and punctuation
errors (1 point).

Total Points 30
Available